MARY MOUNT SCHOOL OF KORONADAL INCORPORATED

Baldostamon Subdivision, City of Koronadal

Tel. No. (083)-2283675

MODEL GUIDANCE PROGRAM

A. INTRODUCTION

Based from the recent study, Guidance Services in the Secondary Schools in Mary Mount School of Koronadal, Incorporated by the proponent, a model guidance

program is what our division needs today especially for our implementers in the secondary schools of whom the majority really lacks pre- service and in-service trainings

in guidance and counseling. As Gysbers (2011) posed, when counselors have time, resources and a structure of a comprehensive program in which to work, good things

happen. He presented examples as follows: 1. Guidance interventions improve academic achievement; 2. Students take more demanding courses; 3. Students develop and use

career plans; and, 4). Schools have more positive climates.

This Model Guidance Program has been designed to serve as a guide for the administrators, guidance implementers and stakeholders on implementing guidance program

in secondary schools in Mary Mount School of Koronadal, Incorporated based on the findings of the study undertaken. This has been formulated in accordance with the

standards in the implementation of guidance program presented by authorities in the field of guidance and counseling, laws, Department Education issuances or mandate and

current practices of some guidance staff with established and effective secondary school guidance programs. However, activities and budget indicated in the action plan and

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proposed guidance staff and office may be adjusted according to the needs and capacity of a school grounded on the Contingency Theory. Likewise, it is suggested that the

proposed model be implemented for 5 years with biennial evaluation to be done. A questionnaire for evaluation of guidance services is given in Appendix A.

It is hoped that, with this model, negative perceptions on guidance be redirected and lack of awareness on ethical standards be addressed to improve the effectiveness of

the Guidance Services. For with the negative perceptions and lack of awareness on ethical standards cause malpractices in guidance program being implemented in such a

“diluted fashion that people in need receive no or minimal benefit.” Hence, defeating the purpose of the program.

Some Negative Perceptions about Guidance

Among the negative perceptions found out in the study are the following which need redirection or correction among the 480 respondents composed of administrators,

guidance implementers, teachers, students and parents: On the role of a guidance counselor- A guidance counselor 1) is an enforcer of discipline; .2). is somebody to be

feared in the school; 3). Substitutes for teachers who are absent; 4). Works as a private detective;4). Gives punishment to erring student; and, 5). Investigates cases; Other

views- 1). It is an embarrassing experience to be called to talk to a guidance counselor in the guidance office; and, 2). A guidance office is like a police station. Those items are

misconceptions and not within the professional duties and responsibilities of guidance counselors nor mark of an effective guidance program.

Authorities in the field of guidance and counseling describe Guidance Program as an organized group of services established for the purpose of assisting each student to

attain maximum potential development and adjustment to be able to acquire mature sense of responsibilities.

B. BASIC PRINCIPLES

This Model Guidance Program adopts the basic guidance principles presented by Villar (2008) as follows:

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A. The guidance program is an integral part of the system.

1. Guidance is an integral part of the education system. It provides for the holistic development of the students.

2. Education and guidance support and complement each other to maximize students ‘growth and development.

3. Administrative and faculty understanding of Guidance Program is crucial to its success.

4. Guidance personnel perform specific task distinct and separate from teaching and disciplining.

B. Responsive to the student’s need.

1. The guidance program addresses the development and adjustment needs of the students.

2. The program considers the unique culture and climate of the specific population and environment it serves.

3. Program offerings are based on regular, systematic assessment of the students’ needs and environment.

4. Guidance is a continuous process throughout the person’s stay in the school.

5. Guidance activities are specifically planned, and developed to ensure program effectiveness.

6. The Guidance team consists of the school guidance, psychologists, social workers, teachers, administrators, and other educational professionals and staff who work

together for the welfare of the students.

7. The Guidance Program recognizes the need to provide objective evidence of accomplishments and the rationale for its continued existence.

C. It recognizes the student as an individual and is premised on the following:

1. Every individual has needs that must be attended to.

2. Guidance should be extended to all.

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 3. Every individual is unique and possesses worth and dignity.

4. Human beings can develop their own insights.

5. All individuals have the right and capability to make decisions and plan.

D. The program is in the hands of qualified personnel

1. The school guidance counselor is a role model of positive human relations.

2. Professionally trained guidance personnel are indispensable for ensuring competence, leadership and direction.

The Department of Education recognizes the right of the students to avail of school guidance and counseling services toward making decisions and in selecting

alternative fields of school works suited to their potentialities. (Par. 21.1, Sec.2 . Rights and Responsibilities of Students, Part IV. Regulations Affecting Students of Service

Manual, 2000).

This proposed Guidance Program, patterned from that of Antique National High School, focuses on student development; physical features and resources; management

and administration; stakeholders participation and staff development.

C. CORE VALUES

This Model Guidance Program also adopts the core values presented by Tunguia (2010) as follows, being congruent to the researcher’s view in relation to her study:

1. Professionalism

Guidance personnel possess a high level of commitment to do the best they can under any circumstance for the good of the students and the school.

2. Cooperation

Guidance personnel and staff work together with teachers and administration and other stakeholders in rendering service to the students and the school.
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 3. Excellence

Persons involved in the guidance services display quality in whatever tasks they do consistently based on high standards for the welfare of our students and

school.

D. VISION:

An effective guidance program manned by competent professional guidance staff with corporate image among stakeholders who are fully aware of the institutionalized

guidance services and having one mind and common aspirations for the students to be well-adjusted individuals equipped with functional knowledge and skills, right attitudes

and best choices through well-informed decision making in life.

E. MISSION:

To continually exert effort with full support of stakeholders, of turning the stigma of fear of guidance among students into excitement of availing standardized guidance

services for them to be able to attain maximum potential development and adjustment that would help them achieve better performance in academic and occupational aspects;

thus, raising the level of performance of school and community as well.

F. GOALS

1. To systematically assist students develop the skills they need to enhance their personal, social, educational and career development.

2. To raise the students achievement in NAT, decrease dropout rate, and provide a child friendly environment conducive to learning.

G. OBJECTIVES

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 1. Student Achievement and Development

a. Dropout rate is decreased

b. Achievement rate is increased

c. Completion rate is increased

2. Physical Features and Resources

a. Increased budget

b. Extended guidance office with counseling and testing rooms well equipped with testing materials and other facilities.

H. THE ORGANIZATIONAL SET- UP

At the division level, Guidance program is a centralized program under the Education Program Supervisor in Guidance Services. Over the Program Supervisor are the

Schools Division Superintendent and Assistant Schools Division Superintendent. The Program Supervisor has his staff composed of Division Coordinators taking charge of

the different services, including clerks especially for Research and Evaluation Services and Testing Services which need more reinforcement being revealed to be “almost not

carried out” and “poorly carried out“respectively. Under the Program Supervisor are the Secondary School Principals. At school level, Guidance Program is taken charge by

Guidance Coordinator who seeks cooperation of all concerned with program implementation. Under the Guidance Coordinator are guidance counselors and if possible a

psycho metrician with specific tasks, taking charge of the different guidance services.

1. Staff and Members

Duties and responsibilities of the different staff and members of the guidance program are hereby presented for the division level and school level.

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a. Division Level

a.1 Schools Division Superintendent

1.1.1 Organizes, develops, directs and administers and exercises general supervision over all programs including division guidance program.

1.1.2. Conducts in-service trainings of staff and field supervisors as well as other teachers and non- teaching personnel to keep them posted on new trends for

advancement and improvement of instruction, administration, and supervision and personnel management.

1.1.3. Approves requisitions including those related to guidance programs.

1.1.4. Initiates and directs the development of local materials and programs (such as guidance) and coordinates the conduct of educational researches and

surveys and special funds campaign.

a.2 . Assistant Schools Division Superintendent

1.2.1. Assist the Schools Division Superintendent in all his duties and

responsibilities such as mentioned above.

a.3 . Education Program Supervisor (Guidance Services)

1.3.1 Assists the SDS and ASDS in carrying out guidance program in the division

1.3.2. Visits schools for supervision of guidance program

1.3.3. Provides technical assistance to school heads and guidance coordinators in the leadership in guidance program implementation

1.3.4. Introduces innovations and best practices in the division guidance program

1.3.5. Develops division guidance program assessment

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 1.3.6. Takes the lead in the analysis and utilization of test results

1.3.7. Formulates and conducts INSET programs in carrying out of Guidance Services

1.3.8. Promotes corporate image of the division guidance department

1.4. Division Guidance Service Coordinator

1.4.1. Assist the Education Program Supervisor (Guidance Services )

with the following corresponding duties and responsibilities:

1.4.1.1. Research and Evaluation Coordinator

1.4.1.1.1. Trains school guidance counselors with the rudiments of guidance research and evaluation so that they may be able to carry the following

specific tasks:

1.4.1.1.2. Gets direction from the Guidance Program Supervisor regarding or areas needing research

1.4.1.1.3. Calendars research activities

1.4.1.1.4. Decides on most effective methodology for conducting study

1.4.1.1.5. Gathers and organizes data according to specification

1.4.1.1.6. Makes a systematic presentation of results, conclusions and recommendations.

1.4.1.1.7. Serves as technical consultant, resource persons of school guidance counselors/designate in the division

1.4.1.2. Testing Service Coordinator ( Licensed Psychometric/ Psychometric an)

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 1.4.1.2.1.1. Identifies and selects, in coordination with the Guidance Supervisor and level counselors , the tests that must be purchased and

administered

1.4.1.2.1.2. Schedules, administers, correct tests for each specific academic level

1.4.1.2.1.3. Furnishes counselors with test results of each individual

1.4.1.2.1.4. Makes summaries of reports per school to share with administrators , school guidance coordinators and teachers

1.4.1.2.1.5. Prepares testing and related materials for schools

1.4.1.2.1.6. Secures test materials and results

1.4.1.2.1.7. Serves as technical consultant or resource persons of school guidance counselors/designate in the division

1.4.1.3. Guidance Secretary/Clerk

1.4.1.3.1. Ensures proper transmission of messages and appropriate reception of visitors to the office

1.4.1.3.2. Takes care of the following clerical tasks:

1.4.1.3.2.1. Welcomes people and informs clients of the whereabouts of Guidance Personnel

1.4.1.3.2.2. Receives and transmits messages to the appropriate people

1.4.1.3.2.3. Assists in checking and filing tests

1.4.1.3.2.4. Assists in making summaries of test results by school

1.4.1.3.2.5. Delivers call slips and other material to concerned parties

1.4.1.3.2.6. Encodes reports and research needed for final submission and filing

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 1.4.1.3.2.7. Ensures organization and security of piles in her care

b. School Level Staff Members

1.5.1. School Principal

1.5.1.1. Initiates the organization of school guidance program

1.5.1.2. Together with the administrative officer, selects the guidance

coordinator and counselors based on the qualifications set by the Civil Service Commission.

1.5.1.3. Ensures the provision and proper functioning of all guidance personnel, budget, and facilities

1.5.1.4. Provides opportunities for the professional growth and development of the guidance personnel through attendance to seminars, trainings or post

graduate studies

1.5.2. Guidance Coordinator Duties and Responsibilities under General Supervision

1.5.2.1 .Assists the principal in the implementation of School Guidance Program

1.5.2.2. Plans and prepares the program together with the staff

1.5.2.3. Ensures the proper implementation and evaluation of all Guidance Services

1.5.2.4. Coordinates with the school community for proper support and understanding of Guidance activities and services.

1.5.2.5. Ascertains that standards are observed by the Guidance personnel and in the extension of services, programs and activities

1.5.2.6. Orients students, parents, teachers and other stakeholders on the guidance program

1.5.2.7. Acts as consultant or resource persons to counselors and teachers in the school

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 1.5.2.8. Supervises and evaluates the works of the guidance counselors, the results of a teachers’ work of integrating guidance in the curriculum, and the

operations of the homerooms

1.5.2.9. Plans the schedule of homeroom activities and the continuous training of the homeroom advisers

1.5.2.10. Plans the school testing program

1.5.2.11. Disseminates information to the teachers on the proper use of the test results and interprets them

1.5.2.12. Conducts research in the school or district relative to the guidance and counseling

1.5.2.13. Disseminates research findings and recommendations to schools and other stakeholders

1.5.2.14. Initiates programs utilizing research findings

1.5.2.15. Prepares and/or requisitions materials and equipment needed for guidance work

1.5.2.16. Takes the lead in maintaining linkages with GOs and NGOs offering guidance and counseling services to students

1.5.2.17. Maintains database on the guidance program and submits required reports

1.5.2.18. Does related work.

1.5.3. Guidance Counselor Duties and Responsibilities under supervision:

1.5.3.1. Gives students counseling interviews

1.5.3.2.Prepares functional annual guidance program.

1.5.3.3. Conducts a follow up counseling interview for students (students at risk, prospective dropout etc.), when needed .

1.5.3.4. Consults with teachers, and other peers concerning data and information about the students.

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 1.5.3.5. Helps in the appropriate placement of pupils and students as to grade/year and section.

1.5.3.6. Administers individual and group testing of students, when necessary.

1.5.3.7. Refers to the students with problems to appropriate agencies such as barangay, municipal or provincial health office, DSWD and the PNP;

and other concerned persons.

1.5.3.8. Gathers and distributes informational materials like bulletins, prospectus, and the like about high schools, colleges and universities to guide

students in the choice of institution and courses.

1.5.3.9. Invites and schedules resource persons to give information about high schools, colleges or universities and various job opportunities.

1.5.3.10. Establishes good relations with the business community and communicates with them from time to time.

1.5.3.11. Prepares forms, inventories, questionnaires, and other instruments needed for gathering information about pupils/students.

1.5.3.12. Conducts research on students needing special protection and causes of absences, tardiness, dropouts, failures, etc.

1.5.3.13. Conducts dialogues with parents of children at risk.

1.5.3.14. Prepares, maintains and updates guidance records with confidentiality.

1.5.3.15. Does related work.

1.5.4. Teacher-Adviser

1.5.4.1. Cooperates with the guidance counselors in the implementation of guidance program

1.5.4.2. Furnishes guidance counselors with relevant student data for proper understanding, decision making and placement

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 1.5.4.2. Refers students that need guidance attention

1.5.4.3.Detects students with difficulties or besetting problems ant takes initial steps in helping the students.

1.5.4.4. Assists guidance counselors in coordinating with parents as needed

1.5.4.5. Assists in following up students who have been referred to or given placement service by the guidance office

1.5.4.6. Actively cooperates in the conduct of home visits

1.5.4.7. Conducts homeroom guidance and helps disseminate information on guidance program/services offered in the school

1.5.4.8. Does guidance -related job.

1.5.4.9. Others

1.5.5.1. Department Heads

1.5.5.1.1. Assists in diagnosing academic difficulties of students in the area of concern

1.5.5.1.2. Recommends action plan or propose intervention based on the data submitted by the subject teachers

1.5.5.1.3. Leads the department in the implementation of Department of Education Program related to students’ welfare, growth and development

1.5.5.2. School Nurse

1.5.5.2.1. Takes the role in health guidance

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1.5.5.2.2. Refers students whose health is affected by emotional, psychological problems.

1.5.5.2.3. Coordinates in the conduct of relevant information dissemination, preventive in nature about student problems

1.5.5.3. Club/ Student Organization Advisers

1.5.5.2.3.1. Encourage students to join organizations

1..5.5.3.2. Provide activities to discover and develop students’ potentials/ abilities

1.5.5.4. Other Support Staff

1.5.5.4.1. Provide physical facilities for guidance

activities such as during career week celebration.

1.5.5.4.2. Ensure safety and security and conducive school environment to the students.

Proposed ORGANIZATIONAL CHART

For Secondary School Guidance Program in Mary Mount School of Koronadal, Incorporated

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 SCHOOLS DIVISION SUPERINTENDENT

ASSISTANT SCHOOLS DIVISION SUPERINTENDENT

DIVISION GUIDANCE SUPERVISOR PRINCIPAL

PSYCHOMETRICIAN GUIDANCE RESEARCH &

GUIDANCE COORDINATOR HEAD TEACHER
(Div. Guidance Testing EVALUATION DIVISION
Coordinator) COORDINATOR

GUIDANCE COUNSELOR SCHOOL PSYCHOMETRICIAN

CONSULTANTS:
1.Dentist 4. Librarian
2. Nurse 5.Club Adviser
3. Dept. Head 6.Coach/Trainers

LEGEND: HOMEROOM TEACHERS/ADVISERS

SUBJECT TEACHERS
__ __ __ __ __ __ Line of Coordination

___________________ Line of Authority

STUDENTS

I. STUDENT ACHIEVEMENT AND DEVELOPMENT

Guidance Services

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 Guidance program in also defined as a system of services designed to improve the adjustment of each and every person for whom it was organized. (Villar, 2008)

The following are brief descriptions of the services included in this program:

1. Individual Inventory – the collection of extensive information about the individual for proper understanding, decision making and placement.

2. Information- the comprehensive and systematic collection and dissemination of information outside the individual through various methods and programs to assist

students in their personal, educational and occupational planning.

3. Counseling- the dynamic personal interaction between counselor and counselee/s, where the counselor employs methods, approaches, or techniques to enhance the

counselee’s intrapersonal or interpersonal development and competencies.

4. Placement- the facilitation of clientele’s movement to the appropriate educational or occupational level or program; entry into the appropriate co-curricular and extra-

curricular activities, pursuit of further education and other employment upon leaving the institution.

5. Follow-up – the appraisal of how counselees who have been, counseled, placed, referred or have graduated are doing, to determine whether further assistance is

necessary.

6. Career Development – the provision of educational and occupational information, experiences and understanding of one’s growth that will provide strong foundations

in career planning and decision making.

7. Testing- provision of efficient ways of securing data on educational, social and psychological area of individual. This enable guidance counselor to help client in away

favorable for him.

8. Research and Evaluation – a means of producing additional knowledge, providing factual data or reinforce or guide counselor’s professional judgment, and for seeking

answers to questions and issues of professional concern. By evaluation, counselors find the extent to which the objectives of the guidance program are attained.
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J.PHYSICAL FACILITIES AND RESOURCES

Professional Guidance Counselors should be employed and adequate budget to support needs and goals should be allocated. Facilities must be accessible and adequate to

allow for implementation of the program.

To facilitate the school guidance and program, it is provided that a guidance room should be set aside and located, if possible, adjacent to the administrative area.

It is also specified that the guidance center should include separate enclosed space for the conducting individual counseling, testing, storage of pupil’s/students records, etc.

Among the basic facilities that should be provided in the school guidance center are instruments and devices for testing, diagnosing, measuring aptitudes, intelligence,

etc., (Sec.13. Guidance and Counseling, Chap. 3. Equipment and Furniture, Part VIII. Educational Facilities,)

PROPOSED MODEL GUIDANCE OFFICE

Figure 1a presents a model guidance office. As illustrated, before the main door is a porch purposely provided for clients who still hesitate to directly enter the office or

may just stay there for a space. The receiving room and other rooms are provided with sofa aside from individual chairs, for client may need to lie down or relax. This may

also be used for sitting together for a counselee and counselor to create rapport, without a barrier or a table that signifies authority and so with the group counseling room and

cubicle for individual counseling. The testing room may also be used for counseling session with a bigger group of clients. Every room or cubicle has filing cabinet/for

student data for inventory service and test materials for testing service.

Plants are also provided for refreshing effect. Kitchen should have coffee, water and something to eat ready for clients who may need them before, during or after

counseling session. Tissue paper should likewise be provided for unexpected out pouring of emotions. There should be no wall clock displayed to prevent time pressure or time

consciousness by glancing at it. Alternative exits are also provided for those who are uncomfortable to use the main door.
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The design of the office follows the principle of equitability, value, quality, function, and flexibility.

Figure 2
Floor Plan of Model Guidance Office

Figure 2-A

Model Guidance Office

K. MANAGEMENT AND ADMINISTRATION

School Principal understands and supports

the program´s priorities and its demands. The

goals and objectives of the guidance program

must be integrated in the school improvement

plan.

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L. STAFF DEVELOPMENT

In-service trainings should be provided to facilitate counselor’s achievement and professional growth. Likewise guidance personnel should also be encouraged and

be given opportunity to take post graduate studies and to join related professional organizations.

M. STAKEHOLDERS’ PARTICIPATION

Strong linkages with internal and external stakeholders should be established to sustain the implementation and effectiveness of the guidance program students’

education and success. This supports what Drier (2011) demonstrates in his white paper with co-author, Gysbers, that successful guidance programs are directly attributed

to state and local program leadership, and state and local support. Furthermore, the paper suggests that “if the nation values improved student achievement, school retention,

seeks to stop self –abuse, promote career and life sufficiency, then educational and legislative leaders need to look at the effects of such program as a powerful solution for

educational renewal.

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 PROPOSED

ACTION PLAN
for
GUIDANCE SERVICES

A. INVENTORY SERVICES
Objectives Activities Persons Involved Time Frame Budget
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A.. To collect the following Guidance Counselor June
student data : Reproduction of student inventory form
and gathering information/data
-personal, health and social data Filling up of forms by students Class Advisers June
-vocational and occupational Under the supervision of advisers Guidance Counselor
data
B. To collect filled out To gather filled out forms from the Class advisers June -July
Modified School Forms per advisers
DepEd Order No. 4 s. 2014
1. SF 1 –School Register Ask duplicate copy from the Guidance Counselor June-July
adviser
2. SF 2- Daily Attendance Coordinate with class adviser or Guidance Counselor Year round
Report for Learners class monitor Class Adviser
Class Monitor
3. SF 4 – Monthly Learners Coordinate with Year Level Heads Year Level Heads Monthly
Movement and Attendance Guidance Counselor
4. SF5 –Report on Promotion Coordinate with Year Level Heads Year Level Heads Quarterly
and Level of Proficiency Guidance Counselor
5. SF6- Summarized Report Coordinate with Year Level Heads Year Level Heads End of School
on Promotion and Level of Guidance Counselor Year
Proficiency
C. To collect and keep records Filling out of SARDO watch list Class Advisers Year round
of SARDO Profile/SARDO FICS Analysis Guidance Counselor
watchlist DORP Team
D. To interpret data and Data analysis and interpretation Guidance Personnel As need arises
determine appropriate Coordination concerned persons and concerned
interventions, counseling, persons
placement, etc.
E. To keep test results and Filing other test and other Guidance Personnel Year round
other assessment assessment results
F. To update student records Follow up, coordination and Guidance Counselor Year round
collection of student data Class Advisers
Year/Grade Level
Heads

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 II. INFORMATION SERVICE
Objectives Activities Persons Involved Time Frame Budget
A.To present plans & services of Room to room orientation on the guidance Guidance Counselors June –July
guidance to all year level services to all students
B.To provide information regarding Make a gallery display about the school, Guidance Counselors June-July
the physical lay-out guidance teachers other facilities of the school Support Staff
services and other ancillary
facilities of the school.
C.To make available to students Conduct orientation program to first year Guidance Counselor Year round
information about occupational students and transferees: Students
and educational opportunities and • school directory
requirements. • grading system
• School rules & regulation
(Please see also Career Development
Service Action Plan for more activities)
D.To conduct advocacy on the Symposium, Orientation to all Guidance Counselor June / as
services programs available to stakeholders DORP Team needed
students: Teachers
*Project EASE Parents
*OHSP
Students and others
* SII
E .To develop among the students Encourage the students to join in the Guidance Counselor June-July
the feeling of belongingness different clubs and organization Support Staff
recognized by the school
F. To divert the attention of students .Posting of different school organizations Guidance Counselor July –August
into something positive and in the Guidance Bulletin board & other Club Advisers/officers
develop their skills & interest strategic areas
G.To help irregular students make Identification of prospective summer Class Advisers February-
up for their failed subjects enrollees Year Level Heads March
Announcement of Summer Class Offering
to the public

H. To coordinate with parents Sending letters to parents of prospective Class Advisers March
regarding the need for summer summer students
classes of their children
I. To coordinate with the Submit proposal for the conduct of Principal 2nd week of
administration and PTA on the summer class to the administration and PTA Officers March

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opening of summer classes PTA Guidance Personnel
J. To involve PTA in establishing Recruitment of summer teachers Principal February –
summer classes Coordination with PTA for a resolution In-Charge of Summer March
for the school to conduct summer classes Class (Guidance
Submission of documents to the region Coordinator)
for summer permit
Announcement of Summer Class Offering Guidance Coordinator March
K.To inform the public on the to the public to be indicated in the
school offering of summer Recognition and Graduation Progams
classes
L.To give information on summer Posting of Summer Class Schedule Guidance Stff March-April
class schedule
M. To accommodate students with Conduct of enrolment for summer class Enrolling Teachers 1st week of
failures in the summer classes (-interview and counseling) Guidance Counselor March
N. To disseminate information on Orientation of summer students and Guidance Last day of
summer class requirements parents on objectives of summer classes, Counselor/Coordinator enrolment for
student services available, rules and Head Teachers summer
regulations; requirements to pass subjects Principal classes
offered, etc.
Non -Teaching Staff
O. To disseminate information on Scheduling and posting of enrolment of Guidance Personnel May
the coming opening classes irregular students for the coming school Head Teachers
year Administrator

III. COUNSELING SERVICE

OBJECTIVES ACTIVITIES PERSONS TIME FRAME BUDGET
INVOLVED
A.To develop among students the skills, Conduct individual and group Guidance Counselor Year round
attitudes & values necessary to counseling focusing on: Counselee/s
acquire social & emotional -self-awareness
competence -social awareness
-self-management
-relationship skills
-responsible decision making
Interview with parents, teachers and Guidance Counselor Year round
students Parents, teachers
B..To guide students in making wise Explore with client, alternatives for Guidance Counselor Year round

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 decisions in life solutions of problem Counselee/s
To develop students’ feeling of Interview and conduct counseling to Guidance Counselor Year round
belongingness to the group student, identified/referred to have Counselee/s
maladjustments
C.To enable the students to gain a better Process students’ concern in group Guidance Counselor Year round
understanding of self and improve Discuss to students the different life Counselee/s
their interpersonal skill skills
D.To provide opportunities for students Explore possible problem solutions Guidance Counselor Year round
to become independent focusing on one’s strengths. Counselee/s

E.To help students overcome their Discuss to students the different life Guidance Counselor Year round
behavioral problems skills Counselee/s
Explore possible problem solutions
focusing on one’s strengths.
F.To help students overcome their Conduct debriefing to students who Guidance Counselor Year round
behavioral problems committed antisocial acts and had Counselee/s
undergone disciplinary actions

G.To help students overcome their Conduct academic counseling Guidance Counselor Year round
educational failures Counselee/s

IV. PLACEMENT SERVICE

OBJECTIVES ACTIVITIES PERSONS TIME FRAME BUDGET
INVOLVED
A. To assess the capabilities of students Conduct interviews of students Guidance Counselor April-May
based on scholastic records and test during the enrolment period Enrolling teachers
results. Assist in the conduct of appraisal of
students credentials prior to
enrolment.
Assist and interpret test result to
incoming students.
B. To ensure that all students are Posting of classification test result Guidance Counselor May
classified based on their learning Assist and interpret test results.
capabilities and potentialities. Dialogue with parents, teachers
Preparation of special programs of
irregular student

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C. To assist in the screening of -Receive application forms Head Teachers May
incoming STOC, SPA , SPS students _Conduct interview Guidance Counselor
D.To place students in appropriate -Conduct the interest inventory and Enrolling teachers
section, grade level, and interpret the result to student with
program/curriculum the parents.
E. To place students to appropriate Coordinate with year level heads and Year Level Heads May – June
section, year /grade level, and coordinator in determining the Program
program/curriculum section, year level and curriculum Coordinator
(BEC, STOC, SPA,SPS) appropriate Guidance Counselor
for students enrolled,
F.. To provide alternatives to drop outs Coordinate & make referrals to Guidance Counselor As scheduled
& quitters & avail the services of TESDA & ALS Division Testing
TESDA & ALS Coordinator
G. To provide opportunities to over –
aged students the chance to be Facilitate the release & submission
accelerated. of PEPT application forms

H. To give due recognition to the Disseminate information on the Guidance Counselor Upon the release
PEPT Qualifiers results of PEPT to concerned Division Testing of PEPT results
students, parents and teachers Coordinator
Facilitate the proper placement of
PEPT Qualifiers/passers
Giving distinct honor to PEPT Guidance Staff Graduation Day
passer-graduates

V. FOLLOW- UP SERVICE
OBJECTIVES ACTIVITIES PERSONS TIME FRAME BUDGET
INVOLVED
A. To monitor the status of Interview of individual students, Guidance counselors Year round
attendance and performance of parents & significant people parents & teachers
identified students at risk of Secure reports on attendance
dropping out. tracking.
B. To assess the result of Conduct group/homeroom Guidance counselors Year round
monitored attendance and guidance. parents & teachers
performance of students and Hold meetings with parent, teachers
provide appropriate & students
interventions for

25
improvement.

Conduct counseling sessions, home Guidance counselor Year round

visitations DORP Team
Implement appropriate interventions. DORP Team
Guidance counselors
Teachers
C.To follow-up the status of Hold meetings with parents,
students with failing grades & students, teachers & other significant Guidance counselors Year round
other areas of concerns people. DORP Team
Conduct home visitation, counseling Section Advisers
sessions & dialogues. Guidance counselors
Dialogues with teachers and parents.

Dialogues with teachers and parents. Subject teachers & Year round
Conduct individual interview advisers
Filing and updating of individual
records of students for future use.
Conduct of monitoring and Guidance Counselor Year round
attendance tracking Class Adviser
Follow up of students with referrals Guidance Counselor Year round
to see if there is a change and Class Adviser
determine what other help school can Concerned agencies
extend
Recommending students with Guidance Counselor Year round
failures for summers classes Class Adviser
Follow up students who have taken Guidance Counselor Year round
summer classes for next enrolment Class Adviser
and recommend appropriate
subjects to be taken for the coming
school year
Schedule enrolment and interview Guidance Counselor May
and counsel irregular students with Class Adviser
their parents during enrolment for Parents
irregular students
D. To decrease dropout rate Conduct FICS analysis DORP Team Year round
Guidance Counselor
Determine the condition of students DORP Team Year round
at risk of dropping out and Guidance Counselor

26
 recommend alternative delivery
A.To assist the student in making the mode focus group discussion on the
Conduct Guidance Counselor June
right choices in their specialization Coordinate
different areas with stakeholders
offered for
in TLE giving DORP
TLE Team
Coordinator Year round
and career pathway support to sustain Dropout
emphasis on their individual Guidance Counselor
Reduction Program implementation Stakeholders
Administrators
Conduct Occupational Interest TEA, PTA
Testing Coordinator June
Inventory Test Student Group
B.To develop among students the Conduct of career counseling that will Guidance Counselor Year round
ability to make career decisions. lead to honest and forthright Counselee/s
examination of one’s strength &
weaknesses
C.To provide students with Implementation of Career Week Stakeholders Last week of
information on: Celebrartion per DepED Order 25 s July
2013:
-discovering one’s strengths and Lecture on Self- Assessment on Career Career Advocates
developing awareness planning focus on interest and values
qualification standards for all types or Career Talk with CHED, TESDA, Resource persons from
career jobs DOST, Industries and Manufacturing TESDA, CHED, DOST
firms representatives Industries and
Manufacturing firms
-making informed decisions on a Career Planning (Goal Setting and Values Education
career choice Action Planning) Teachers
Guidance Counselors VI. CAREER DEVELOPMENT
Talk on the Role of Parents in PTA representative
Students’ Choice of Career Guidance Personnel
Students, Parents

D. Develop among students Career Talk with DOLE Guidance Counselor

awareness and appreciation of DOLE Representatives
the available job choices in the Students
VII. TESTING SERVICES
labor market
OBJECTIVES ACTIVITIES AdvisersINVOLVED TIME FRAME
PERSONS BUDGET
A.To facilitate the conduct of the Assist in the conduct of Representatives from As scheduled
E.To provide
entrance students with
examination of the Career parade by students dressed in Students
college entrance & admission different schools &
experiences on career
different schools they are to
& universities their future
tests careers ( coat and tie for universities
Class Advisers , School
aiming
4th yearatstudents lawyers) personnel
Guidance as career
counselor
B.To facilitate periodic DepEd Prepare the following: advocates
Class Advisers August –NCAE
K.To provide students
Standardized with
Test such as NAT Setting
-List ofupExaminees
booths /career fair / talk on Year
Resource persons
Level Head March- NAT
experiences
and NCAE on matching their career matchingcenter/rooms
-Examination Students
School Testing
interest in a given array of choices Facilitation of Vocation Campaign by Advisers
and identifying a career fitted to higher education institutions and 27
one’s interest vocational schools in the community
 Coordinator
Attend Division Orientation on School Head As scheduled
the test administration Testing Coordinator
Coordinate with the DTC for Testing Coordinator As scheduled
testing materials
Conduct school orientation to Testing Coordinator As scheduled
assigned examiners
C.To administer test for data Identify and select other tests to Testing
gathering needed for placement, be secured for the school in Coordinator/Guidance
counseling and referral coordination with the division Counselor
testing coordinator or
psychometric an
D. gather organize and interpret data Uses data to help clients make Testing Coordinator
to provide a comprehensive picture informed judgment
of a client
E.To help assess the interest of the Conduct of interest inventory Testing Coordinator
students for them to make the right
choice of courses in college
F.To facilitate the application of Releasing & receiving of PEPT Testing
PEPT forms Coordinator/Guidance
Counselor

H. RESEARCH AND EVALUTION

OBJECTIVES ACTIVITIES PERSONS TIME FRAME BUDGET
INVOLVED
A. To gather accurate & reliable Administer appropriate test Guidance Personnel As needed
data as basis for counseling.
B. To make case studies for Assessment of students with Guidance Personnel As needed
students with behavior behavior problem
problems/abused children
Develop a study suited for a Guidance Personnel
particular student
Prepare & conduct evaluation Guidance Personnel
instruments
C. To determine causes and Conduct descriptive survey Guidance Counselor As needed
effects of some problems among the students Advisers/teachers

28
 affecting the behavior of Students
students
D. To determine research needed Gather information or feedbacks Guidance Counselor As needed
by the school Other School Personnel
Students
Prepare research proposal and Guidance Counselor
submit to the Division Research Coordinator
Research Coordinator for approval
Conduct the research with Guidance Counselor
determination and publish findings Research Coordinator
for support to a relevant change it
would bring to the institution
E. To evaluate the effectiveness Develop or secure appropriate Guidance Counselor Yearly
of the guidance services evaluation instrument Stakeholders
Seek support for any needed action
for improvement
Conduct evaluation with the Guidance Counselor Yearly
knowledge of the administration Administrator and other
school personnel
Document and share findings with Guidance Counselor Yearly
the members of the institutional
community

29
30